Miami Dade College
North Campus
College Prep
Dr. Noronha-Nimmo
Fall Semester, 2008
REA0003
Classes: REA0003
Required: Ten Steps to Advancing College Reading Skills (4th Ed.) by John Langan
Advancing Vocabulary Skills (Short Version) by Nist and Mohr
Blue/green scantrons for tests
One Miami Herald Newspaper (Sunday Edition; will inform of date)
Attendance: A total of 6 absences permitted for the semester (Excessive absences may
result in the student being dropped from class.); For any absence
thereafter, students will lose 5 class points. Students are expected to be on
time to class as any extra credit in the form of quizzes or other type of
activities are given at the beginning of class. Additionally, habitual
lateness to class will be considered disruptive and student may be required
to drop the class. Coming to class late by more than 15 minutes is
registered as tardy and is equal to half an absence; coming to class more
than 30 minutes late is registered as an absence.
Assignments/Requirements
(1) Two Reflections (total points 30%, 3 @ 10%) - (Due Dates: weeks of
9/22, 10/20 and 11/17).). (Learning Outcome: Communicate
effectively using writing skills.) These reflections must:
 Be typed with a 12 - 14 font (2 line spacing) on white paper
 Be stapled if more than one page (no cover page necessary)
 Have at least 4 paragraphs; each paragraph must have at least 5
sentences.
 Student name, date, reference no. of class and the number of the
reflection (for example, the first reflection should be noted as
‘Reflection No. 1’) should be typed at the top right hand of the first
page of the reflection.
 Be about learning to read in this class. It must not be a journal
listing of what was said or done in class or a summary of the skills
learned, or a report of what was read in class, but rather it should
be about how your thinking has changed or why it has not changed
based on the teaching and learning that has been taking place in the
class. At the end of this syllabus is a listing of the kind of things
you can write about.
1
(1) Book Report and Presentation – total 20% - (Due Date: 12/8 (M,W
class; 12/9 (T,R class). (Learning Outcome: Communicate effectively
using speaking and writing skills.) You will not receive partial credit
for just presenting or for just turning in the book report or for showing up
late for the class presentations. Therefore, understand that you must have
the book, be present for your classmates’ presentations, have the book
report and present in order to satisfy this assignment. The book report
must:
 Be about a book that has at least 100 pages; must be at a high
school reading level. This is a book of your choice but make sure
that it is material that is appropriate for discussion in the
classroom. If you are uncertain, please consult me.
 Be typed with a 12-14 font on white paper
 Be double spaced
 Be stapled if more than one page
 Have at least 4 paragraphs; each paragraph must have at least 5
sentences.
 Have a summary of the book
 One paragraph must address whether you would or would not
recommend the book and why
The Presentation: You must have both the book and the book report
with you in order to present. You will not earn any points for just
having one or the other and you will not be able to present. You will
be given 3-4 minutes to tell about the book and why you would or
would not recommend it. You are not to read your report. This is a
very informal activity. If other students are interested in the book,
they may ask you questions.
(2) Quizzes – Total of 50% (Due: Date will be announced)
There are no make-ups. These quizzes will be a combination of 2
chapters from the text and 2 chapters from the vocabulary text. There
will be a total of 5 such quizzes – each quiz is worth 10%. You must
earn an average of at least 65% in order to earn the 10%.
(3) Homework Check – 10% (Extra Credit). I will check (unannounced
on two class sessions) if you have completed your homework (each is worth
5%; You do not get partial credit for incomplete work.).
Extra Credit: MDC Activity – Total of 10% (Due: Week of Dec. 1st).
(Learning Outcome: Demonstrate an appreciation for aesthetics and
creative activities.) MD often hosts speakers, theatre productions, musical
presentations and such, for students. In order for you to earn this 10
percent, you must attend one of these (your choice) and turn in 2
paragraphs (typed) describing the event and your thoughts about it.
You must have at least five sentences in each paragraph. Please check
with me prior to attending one of these activities to determine if it
2
qualifies. You can get information about these events on MDC’s
website.
The assignments/tests equal a total of 100%. You must earn a total of
75% to pass the REA0003 course. You are also required to fulfill all lab
requirements and to pass the final departmental exam. Therefore, for
REA0003, you must pass the departmental exam, fulfill lab
requirements and earn 75% class points in order to pass the course.
Assignments are due on the due dates. This means that you
cannot turn in an assignment after the end of your class session on the
day it is due. After that time, I will not accept any late assignments
unless you have a valid documented excuse. Assignments will not be
accepted electronically or by fax. You may turn your assignment in
early. It would behoove you to refer to this syllabus to stay on track.
Sometimes it may become necessary to replace or adapt
assignments and/or due dates; however, if this happens, I will notify you
in advance. It is prudent to make sure that you know what you have
missed in class if you are absent or tardy. Therefore, it is important to
have a ‘study partner’ who can keep you informed.
I may give unannounced extra-credit quizzes and/or activities
at the beginning of class {(extra credit} These activities would mostly
address No. 5 of the Learning outcomes: Demonstrate knowledge of
diverse cultures, including global and historical perspectives.}. You
cannot make these up; therefore, being on time would be wise. Also, all
tests begin on time.
I encourage you to read about what is acceptable behavior in
the student book of conduct. Inappropriate behavior/s in class will not
be tolerated.
It is important for you to consult with me when you are
concerned about your progress. Waiting till the end of the semester is
not a good idea. By then, it may be too late to try and remedy the
situation. However, please do not engage me in a conference before and
after class. I have office hours for you to come and meet with me. I
have provided you with my office hours in this syllabus. If these time
slots are not convenient for you, I will be willing to try and
accommodate you during other times. Also, make sure that you check
your MYMDC email for messages from MDC and from your
instructors. I will send you emails from time to time during this
semester.
3
Also, class time is not an appropriate forum to engage your
fellow classmates and/or me in expressing personal concerns regarding
matters pertaining to the class. These types of discussions are best
addressed one-on-one with me during my office hours.
I encourage you to discuss your concerns with me before you
decide to drop or withdraw from class. Do not simply stop coming to
class without either notifying me as to the problem or following MDC
protocol for dropping or withdrawing. Also, please be aware that if you
feel that you are becoming overwhelmed and need counseling, that
MDC now provides a counseling service (305-237-1333 or 305-643-3310;
room 1108).
You are strongly urged to have at least one study partner from
class. Select a person/s who you feel will be able to bring you up-to-date
if you have to miss class and who will be willing to work on assignments
and study with you.
Your class will select a class representative. He/She will serve
as a liaison between the class and the instructor. This means that any
major concerns that most of the students may have can be discussed
with him/her and he/she will come and discuss it with me. The class
representative however, does not speak to the instructor on behalf of
individual students’ progress or personal concerns. Students are
encouraged to meet with the instructor one-on-one for such matters.
At the end of this syllabus you are provided with a progress
chart. You are required to fill in your points and to keep it updated
every time your graded assignments and/or your tests are returned to
you. You are also advised to keep all your assignments and tests in a
folder so that if there is any discussion about discrepancy of points
earned, you can clarify the situation with the graded items.
Name of Study Partner
Phone No.
Best Time to Call
1.
2.
Professor’s Office Hours
Email: anoronha@mdc.edu; Ph. No. (305)237-1366
You can also access my email and my syllabus by logging onto
http//faculty.mdc.edu/anoronha/
4
Tuesday: 9:50 a.m. to 11:05 a.m.; 2:05 p.m. to 5:30 p.m.
Wednesday: 3:50 p.m. to 5:30 p.m.
Thursday: 9:50 a.m. to 11:05 a.m.; 2:05 p.m. to 5:30 p.m.
Please Note: Whenever you come to discuss your progress with me, I
will require you to bring your updated progress chart with you.
Therefore, it is important that you put in the points earned as soon as
you receive graded material back.
Questions I have about this syllabus
1.
2.
5
My Progress for REA0003
Assignment No.
1. Reflections
Total Possible Points
Percentage Earned
30 (3 at 10 pts each)
1.
2.
3.
2. Book Report &
Presentation
20 pts
_____
3. Quizzes
5 (10 pts. each) = 50 pts
(You must earn an average of 65% to earn the 10 pts.)
Vocab.
Chap
Average
1.
2.
3.
4.
5.
TOTAL POINTS:
100%
*************
EXTRA CREDIT:
Homework Check 2 (5 pts. each) = 10 pts
____________
1. _____
2. _____
MDC Activity
10 pts
TOTAL OF OTHER EXTRA CREDIT POINTS
______
________
(YOU MUST EARN AT LEAST 75% (REA0003) TOTAL IN CLASS, FULFILL
THE LAB REQUIREMENTS AND PASS THE FINAL DEPARTMENTAL EXAM
IN ORDER TO PASS THE COURSE.)
Please note: You must deduct 5 pts for each absence beyond the three permitted for
the semester.
6
Miami Dade College has developed the following ten outcomes that are a direct
result of teaching and learning in this institution. This means that by the time you
graduate from this college, your learning experiences here should have provided you with
the knowledge inherent in these academic and sociological outcomes. The course
competencies for this course as well as my course requirements are closely aligned with
some of these competencies.
Outcomes
Purpose: Through the academic disciplines and co-curricular activities, General
Education provides multiple, varied, and intentional learning experiences to facilitate the
acquisition of fundamental knowledge and skills and the development of attitudes that
foster effective citizenship and life-long learning.
As graduates of Miami Dade College, students will be able to:
1.
2.
3.
4.
5.
Communicate effectively using listening, speaking, reading, and writing skills.
Use quantitative analytical skills to evaluate and process numerical data.
Solve problems using critical and creative thinking and scientific reasoning.
Formulate strategies to locate, evaluate, and apply information.
Demonstrate knowledge of diverse cultures, including global and historical
perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social
responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of humans on the
environment.
7
Miami-Dade Community College
REA 0003 – College Preparatory Reading 3
Catalog Description
REA 0003 is a college preparatory reading course which builds vocabulary skills, literal
and critical comprehension skills, and successful reading strategies. This course
encompasses all CLAST reading competencies. Lab required. Special fee.
4 Credits
Prerequisites: Placement by Scholastic Assessment Test (SAT) Verbal subtest score;
American College
Testing (ACT) Reading subtest score; Computerized Placement Test (CPT) Reading
subtest score; or successful completion of REA 0002.
Course Competencies
Competency
1:
The student will advance vocabulary skills by
a. Using context clues.
b. Increasing word knowledge through memorization and
application.
Competency
2:
The student will advance literal comprehension skills by
a. Recognizing stated main ideas
i. Topics
ii. Topic Sentences.
b. Rrecognizing stated central points in multi-paragraph
selections.
c. Identifying major and minor supporting details.
d. Identifying relationships within and between sentences.
e. Recognizing patterns of organization.
Competency
3:
The student will advance critical comprehension skills by
a.
b.
c.
d.
Making inferences.
Drawing conclusions.
Recognizing implied main ideas.
Recognizing implied central points in multi-paragraph
selections.
e. Distinguishing facts from opinions.
f. Recognizing author’s purpose.
g. Recognizing author’s tone.
8
h. Determining author’s bias.
i. Evaluating arguments.
Competency
4:
The student will employ advanced reading strategies through
a.
b.
c.
d.
Competency 5:
Developing reading flexibility.
Paraphrasing materials.
Summarizing materials.
Improving test taking skills.
The student will pass the Florida College Basic Skills Exit Test.
Approved 04/30/2
9
Some Things That You Can Reflect On …..
Before you proceed to read, please understand that these are just some ideas to get
you started. You do not have to use any of these but write about your own thoughts
about reading and learning in this class. Also, if you do decide to use some of these
questions to guide you, understand that you may address more than one of these
questions in one reflection.









Teaching style – do I like it? Why/Why not? What bearing will it have on my
success in this class. Will this require me to make any changes to my learning
behavior? What kind of changes and how? What plans do I have to make these
changes?
Classroom environment – do I think that my classmates are going to be
supportive? Why/Why not? What behaviors in class do they exhibit that I
like/dislike and how will this affect my learning in this class? What can I do
about it?
Activities in Class – what did I think about the first activity and discussion that
followed about preconceptions and stereotypes? (The activity was the one where I
had to go find names of people for certain categories like ‘Someone who speaks
more than 2 languages’.) Do I think it was important for such a discussion to take
place at MDC? Why/Why not? How have I changed because of this
activity/discussion?
What of the activity of introducing another student? Did I like it and did I think it
made sense – why or why not? What about the discussion about the importance
of a name and self-respect and the idea that when I put my name on assignments it
should matter to me how I present my work? Was this discussion necessary?
What – if anything – did I take away from this discussion and/or activity?
Student’s Bill of Rights – What did I think about this and the discussion that
followed? Was it important? Why/why not? What would I add or delete to this
list? Why/Why not?
What about the talk about respecting others and not using ethnic slurs? Do I
agree that this was an important issue to address? Why/ why not?
What about the information that was presented about activities and events that
take place on campus? What did I take away from that discussion? What do I
think about the information given by the instructor? Will it make a difference in
whether I participate or not? What about the talk about getting involved in
campus organizations? Will that change anything in the way I perceive MDC?
Do I understand the syllabus? If I am having difficulty, why am I having
difficulty with it? Could it have been more precise or less precise? How and
why? Were the assignments explained in enough detail? Which ones were and
which ones were not?
Do I like the idea of having a class representative? Why/ Why not?
Do I think that I am going to like coming to this class? Why/ Why not? Do I
think the instructor can teach me what I need to know? Why/ Why not? Do I
10















feel comfortable enough in class to participate in class discussions and to present
my views? Why/ Why not?
Do I think that the assignments and grades are a fair indication of my reading
skills? Why/ Why not? What would I change if I could?
Do I understand the lessons when they are taught? Does the instructor need to
explain more or less? Why? Can the lesson be taught in another way that I
would like better? How would that lesson be different?
Am I finding myself ‘zoning out’ in class and not paying attention? Do I know
why? Is it the instructor’s fault and why? Or is it my doing and why? What can I
do about it?
What do I think of the Lab? Why?
Am I organized for this class? What do I need to do to be successful in this
class?
The instructor told me of many different ways to improve my English language
skills (For example, listen to a documentary in English, find opportunities to
speak to native speakers of English who speak standard English, listen to books
on tape, etc.). Do I think I can easily incorporate any of these ideas this
semester? What – if any – plans do I have to improve my skills outside of the
classroom so that I can be successful in my reading class?
Do I think the attendance/tardy policy is fair? Why? Why not?
Have I already changed as a reader and/or as a student because of what was
taught or told to me in class by my instructor? What are these changes and how
have I changed?
Do I think that I can apply what is learned in class to the outside world? How?
Do I think that because of this class, my perception of college or MDC has
changed somehow? What are these changes and why do I think I have changed?
Do I think that because of this class, my perception of the instructor has changed?
How and why?
How do I think this class is compared to my high school Language Arts class or
another reading class at MDC that I took before?
Are there any other moments in class when the instructor taught me something or
said something that made me have that “Ahh” moment – in other words, that
made me think more deeply about something. What were these moments and
why did I reflect on them longer and harder?
Do I agree with my instructor that reading comprehension is very much like
listening comprehension? Why/ Why not?
Do I find the textbooks for this class useful? Why/ Why not?
Copyright, Alda Noronha-Nimmo, 9/7/2007
11
APRILE
The following acronym has been developed by me to give you an idea as to the
kind of ‘steps’ you can take when reading a selection for any class. Please understand
that there is no one precise way to process reading. We all have our own way of
approaching the task of reading. However, sometimes - especially when we do not want
to read for an academic purpose – following simple guidelines like the one presented
here, can make the task a little easier.
1. Activate prior knowledge by reading title
1. Predict what the selection is about
2. Read the questions and the passage
3. Integrate information from selection with prior knowledge
4. Locate evidence in selection that will answer the questions
5. confirm Evidence in text
Metacognitive Self-Questioning Technique (MSQT) for all Topics
Chapter 1 (Vocabulary in Context)
 read passage for general comprehension
 read for understanding of specific vocabulary word
 In order to figure out the unknown word, it is important to read at least the
sentence before, and the one after.
 If I substitute the vocabulary word with what I think the word means, will the
word still make sense in context?
 If it makes sense, is there a response like it among the answer choices?
 If not, are there any clues (antonym, synonym, definition/illustration) in the
context in which the vocabulary word is used?
 If I find a clue and figure out the unknown word from among the choices, will the
answer choice make sense if I were to substitute the unknown word with it?
 If there are no clues, then I will have to substitute the unknown word with each of
the answer choices to figure out which one makes the most sense in context
Chapter 2 (Main Idea)
 What is the topic? Who or what is the author talking about?
 What is the sentence with all the important (words from topic) and/or repeated
words?
 Does this sentence cover all or most of the information given?
 Are there any clue words (e.g., a number of, a series of, various causes, etc.,) that
generally introduce main idea?
 Does all the information fall under this main idea umbrella?
 If it does not, look for another sentence in the answer choices that fits better.
 Verify all the alternatives in the answer choices
12
Chapter 3 (Supporting Details)
 What is the overall idea (Main Idea)?
 What directly backs up the overall idea? These would be my major supporting
details. They could be reasons or examples.
 What indirectly backs up the main idea but directly backs up my major supporting
details? These would be my minor supporting details.
 If I cannot figure this out, are there any clue words (e.g., for one thing, another,
moreover, etc.,) that generally introduce major supporting details? (These words
can also introduce minor supporting details)
 Minor supporting details are generally more specific than the major supporting
details.
 The further away the idea is from being related to the main idea, the more likely it
is that it is a minor supporting detail.
 Usually the most interesting or specific details are the minor supporting details.
Chapter 4 (Implied Main Idea)
 Can I make a sentence with all the important (words from topic) and/or repeated
words?
 What are the major supporting details?
 What is an overall idea that would cover all the major supporting details?
 Is there a similar idea listed among the response choices? This would probably be
the implied main idea.
 Have all the responses been checked to look for the best fit?
 Choose the option that all the passage’s details support or explain.
Chapter 5 (Relationships I)
To answer a question on relationships:
 Does the idea in the second sentence add to the idea in the first sentence (e.g. I
bought a shirt. I also bought a jacket.)? If it does, then the relationship between
the two sentences is that of addition.
 Are there familiar clue words (transition words) such as, also, moreover,
additionally, that may introduce an addition relationship?
 Is the first idea showing a chronological connection to the second idea (e.g., I
bought a shirt. Next, I bought a jacket.)? If it is, then the relationship between
the two sentences is that of time.
 Are there familiar clue words (transition words) such as, first, second, then,
during, that may introduce a time relationship?
To answer a question on pattern of organization:
 Do I recognize any clue words (transition words) such as, one, other, furthermore,
which introduce addition? Or first, next, finally, then, etc. which introduce time?
If most of the transitions are those of addition, then it is usually a list of items
pattern of organization. If most of the transitions are those of time, then it is
usually a time pattern of organization.
 Read or if I have already read, skim the passage and look for a pattern.
13

Is most of what the author is saying been put in chronological order? If yes, then
it is a time pattern of organization. The transitions are similar to those seen in
time relationships between sentences.
 Is most of what the author saying being listed one at a time and which would
make sense regardless of what sequence the ideas were written in? If yes, then
this is a list of items pattern of organization. The transitions are similar to those
seen in addition relationships between sentences.
Remember: Although a pattern of organization may be one type, relationships
within or between sentences could be a different type (e.g., the pattern of organization
of the passage may be time, however, two sentences within the passage may be
related by addition).
Remember: The same transition words may be used to introduce different patterns
of organizations (e.g. first, second, last, could be used for a list of items or a time
pattern of organization).
Chapter 6 (Relationships II)
To answer a question on relationships:
 Does the idea in the second sentence explain the idea in the first sentence (e.g.,
My brother is schizophrenic. He often talks to people that he claims are present
but no one can see them.)? If it does, then the relationship between the two
sentences is that of illustration. If the relationship between the two sentences is
that of definition and example, it would be like: Schizophrenia is a mental illness
(definition). People often talk to imaginary people (example).
 Are there familiar clue words (transition words) like such as, for example, to
illustrate, that will indicate a definition and example relationship?
 Do the ideas in the sentence/s show that something or things resulted in other
thing/s to happen (e.g. I was late to class because my car broke down.)? If it does,
then the relationship between or within the two sentences is that of cause and
effect.
 Are there familiar clue words such as because, as a result, that may introduce a
cause and effect relationship?
 Are the ideas in the sentence/s being compared (e.g. My brother is intelligent.
Likewise, my cousin is smart.) or contrasted (e.g. My brother is intelligent.
However, my cousin is stupid.)? If it is a comparison, then the relationship
between the two sentences is that of comparison; if it is contrast, then the
relationship is that of contrast; if it is both (e.g. My brother and sister are both
intelligent; however, my brother is good-looking while my sister is unattractive.),
then it is a relationship of comparison and contrast.
 Are there familiar clue words such as alike, likewise, and similarly, that may
introduce a comparison relationship? Are there words like however, on the other
hand, and nevertheless, that may introduce a contrast relationship?
To answer a question on pattern of organization:
 Do I recognize any clue words? If most of the transitions are those of
comparison, then it is probably a comparison pattern of organization. If most of
the transitions are those of cause and effect, then it is probably a cause and effect
pattern of organization. If most of the transitions are both comparisons and
14
contrasts, then the pattern of organization is probably that of comparison and
contrast.
 If the passage has a definition followed by examples, it is probably a pattern of
definition and example. If the passage explains a concept, it is probably a pattern
of illustration.
 Read or if I have already read, skim the passage and look for a pattern.
 The transitions are similar to those seen in relationships between sentences.
Remember: Although a pattern of organization may be one type, relationships
within sentences could be a different type (e.g. the pattern of organization of the
passage may be ‘contrast’; however, two sentences within the passage may be related
by addition).
Chapter 7 (Fact and Opinion)
 Does the statement contain value words such as, terrible, wonderful, disgusting,
best? If it does, it probably represents an opinion.
 Can the information in the statement be proven true or untrue by objective (in
other words would I be able to quantify it or locate it?) means? If it can, then it is
a fact although I may know that I can prove it to be incorrect. If the statement
cannot be proven, then it is an opinion.
 Oftentimes ‘should’ or ‘ought to’ represent an opinion. Other value words that
introduce judgment (e.g., exceptional, wonderful) are indicative that a statement is
an opinion.
Chapter 8 (Inferences)
 What does inference mean?
 What background knowledge do I have about this topic or passage I have read?
 What conclusions do I remember drawing while I was reading?
 Is there a response like mine in the answer choices?
 Is there evidence in the passage to back-up that inference?
 If there is no evidence, then I must read the other choices and ask the same
questions until I have exhausted all alternatives and choose the one that has the
most evidence to back it up.
Chapter 9 (Purpose and Tone; Also, Bias)
For questions on Purpose
 What is the reason for the author’s writing?
 If the author is giving information, it is probably to inform.
 If the author is trying to convince the reader about something, then it is probably
to persuade.
 If the author has written to appeal to my imagination, or to amuse me, it is
probably to entertain.
For questions on Tone
 How do I think the author felt toward his/her topic?
 Is there any evidence (words the author used or how he/she used them) that made
me draw that conclusion?
15

If I do not have support in the passage to back up the attitude I think the author
has, I must reread or skim and look for evidence to make a proper determination
of tone.
For questions on Bias
 Does the author have a view that is subjective – either positive or negative – about
the topic? If he/she does, then the written passage is biased.
 If the selection is neutral – or objective - then the passage is not biased.
Chapter 10 (Argument)
 Is there a point – like a main idea – to what the author is trying to say in the
selection?
 Does the selection have logical (relevant) support to back up that point? (These
are the supporting details)
 Where did I locate this evidence?
 Does the selection have a sufficient amount (adequate) of evidence to back up the
point?
 Has the author presented some support for the point that has no connection to the
point? This support would be considered irrelevant.
Copyright Alda Noronha-Nimmo 6/2005
16